Journal of Reflective Education Practice 1 With the in-depth implementation of the new curriculum reform, how to internalize the concept of the new curriculum reform and the requirements of subject curriculum standards into teachers' classroom teaching practice requires teachers to have higher and higher quality in learning, handling and controlling textbooks in class. That is to say, only on the basis of understanding the concept of curriculum reform and the requirements of subject teaching, can teachers have the ability to study and process teaching materials according to the relevant requirements, so as to effectively implement the "three-dimensional" focus in the actual process of classroom teaching and make teaching more effective. On the contrary, without theoretical guidance, theoretical support and theoretical support, it is difficult to achieve the ideal teaching effect.
What is quality? Theoretically, there are three connotations: one is the original physiological characteristics of human beings; Second, it refers to the true colors of things; Third, it refers to the basic conditions necessary to complete a certain type of activity. Based on the interpretation of the triple meaning of the word "quality", the focus of teachers' quality I mentioned in this paper refers to the basic conditions that teachers must have to complete education and teaching activities for students. That is, the ability of teachers to manage classes, the art of educating students, a relatively stable foundation of cultural knowledge, the level of understanding and handling subject textbooks, the basic skills of controlling classes and effectively implementing classroom teaching, and so on.
Under the situation that the classroom teaching reform of the new curriculum is developing in depth, in view of the numerous practices of classroom teaching of primary and secondary school teachers and the reality of teacher training, the quality of teachers under the background of the new curriculum still has a big gap in reflecting the requirements of curriculum reform and implementing curriculum standards, which needs to be improved.
The practice of teacher training proves that the improvement of teachers' quality depends on various forms. As far as its basic approach is concerned, the author thinks that reflective teaching practice is an effective method and carrier to improve teachers' quality according to his own experience and understanding.
The so-called reflective teaching practice refers to an active process of recalling, thinking and evaluating teaching experience, which is the feedback of past experience and the basis for making new plans and actions.
Why reflective teaching practice is an effective way to improve teachers' quality?
First of all, reflective teaching practice is conducive to promoting teachers' self-education.
Since the implementation of the new curriculum reform, in order to make teachers adapt to the needs of the curriculum reform as soon as possible and improve the quality of teachers, the teacher professional training department should say that it has carried out a lot of training and counseling in a planned and organized way. However, the practice after training shows that these trainings often overemphasize external influences. It is usually felt that if the so-called advanced educational ideas, methods and skills are instilled in teachers through special lectures, teachers will obviously improve their own quality by memorizing these educational ideas, methods and skills, and can turn these theoretical knowledge into practical teaching behavior in daily practical education and teaching work. In fact, a lot of practice has proved that it is difficult to cultivate high-quality teachers with initiative, enthusiasm and creativity if any form of training ignores the self-education of teachers' active role.
The so-called teacher's self-education refers to the education carried out by the individual as the main body of the teacher. This educational process is a process of teachers' personal self-awareness and self-transformation, and a process of internalizing practice into consciousness. In this process, teachers' self-education develops with the development of teachers' self-awareness, which can make teachers from unconsciousness to consciousness, from heteronomy to self-discipline, from other teaching to self-teaching, thus promoting the conscious improvement of teachers' teaching behavior.
If a teacher is only satisfied with the experience he has gained without deep reflection, then no matter how long he teaches and how rich his experience is, his quality will only stay at the original level forever, especially those teachers who are older and have poor ability to accept new things.
Therefore, to improve the quality of teachers, we should advocate how to do a good job in reflective teaching practice, let teachers learn to reflect in teaching practice and promote self-education in reflection. In other words, only when teachers' self-education ability is improved can teachers' quality be really improved.
Second, reflective teaching practice is conducive to improving teachers' theoretical literacy.
Generally speaking, teachers' quality refers to the basic conditions that must be possessed to complete education and teaching activities. Such as knowledge, theoretical level, ability of organizing and managing students, ability of preparing lessons, ability of lecturing, ability of counseling, teaching skills and so on. Among them, the level of teaching theory is the core content of teachers' quality.
As mentioned above, in the previous training to improve teachers' quality, trainers mistakenly thought that the special training of teaching theory would lead to the change or improvement of teachers' teaching behavior. If the improvement of teachers' quality is not out of this misunderstanding in training, the training effect will be greatly reduced. Therefore, one of the important ways to get out of this training misunderstanding is reflective teaching practice. This is because the process of reflective teaching practice is that teachers take their own teaching process as the object of thinking, examine and analyze their own teaching behavior and teaching results, so as to improve their teaching practice and make it more reasonable and effective. This process is the transformation process of teaching theory. For example, the concept of new curriculum reform advocates the requirement of "advocating personalized behavior" in teaching. According to the traditional classroom teaching management, how dare students put forward their own learning suggestions in class? Some can only obey or listen to the teacher's preaching, otherwise it will be regarded as undermining classroom discipline, and the heavy one will disturb the teaching order and will definitely be criticized. The new concept of curriculum reform requires students to dare to express different opinions, especially reading teaching, which provides a platform for personalized learning.
Undeniably, in the specific teaching practice, the concept of new curriculum reform has had a positive impact on teachers' teaching consciousness. However, influenced by the traditional teaching theory, there are still some shortcomings in the embodiment and discovery of new ideas in teaching. The outstanding performance is that some teachers are familiar with modern teaching theory, but observing their specific teaching practice, we find that their teaching behavior is far from the teaching theory. As a result, some more correct and universal personal comments and statements have emerged, such as "wearing new shoes and taking the old road" and "quality education is loud and exam-oriented education is practical". Therefore, the use of reflective teaching practice forces teachers to carefully observe and analyze their own teaching activities and students' performance, and through observation and discussion among teachers, teachers can see or feel the inconsistency between "saying" and "doing", so that teachers can improve their theoretical understanding on the basis of practice, enhance the internalization effect, and constantly improve their own quality in the transformation.
Thirdly, reflective teaching practice is conducive to promoting teachers to change from experience to scholar.
A large number of teachers' classroom teaching practice shows that there are few scholar-type teachers with certain academic achievements, and most of them are experienced teachers. As far as the quality of teachers is concerned, the vast majority of teachers only have the basic knowledge and general teaching skills or teaching experience needed for classroom teaching, and lack the ability to discover, explore and solve educational problems. In this way, the quality of teachers obviously cannot meet the needs of curriculum reform and social development, let alone cultivate creative talents for society. Therefore, from a rational point of view, reflective teaching practice can not only improve teachers' problem awareness, but also promote and improve teachers' educational and scientific research ability in the process of solving problems, thus promoting teachers' transformation from experience to scholar.
Fourthly, reflective teaching practice is conducive to the improvement of teachers' comprehensive ability.
The process of reflective teaching practice is not only a circular process from finding problems, analyzing problems to solving problems, but also a process of continuous development of teachers' quality and improvement of teachers' comprehensive ability.
In the new historical period, curriculum reform needs teachers with comprehensive quality, that is, "knowing what it is, not knowing why"; "Know what to teach, but don't know how to teach"; Teachers who "know what to teach and how to teach, but don't know why to teach like this" simply can't implement the relevant requirements of curriculum reform. Therefore, repeated reflective teaching practice can promote teachers to reach the state of "knowing why, knowing why" on the basis of "practice-cognition-practice-cognition", thus improving teachers' comprehensive quality.
In this respect, Suhomlinski is a successful model of reflective teaching practice, and his masterpiece One Hundred Suggestions for Teachers is actually a reflective summary of teaching practice.
Journal of Reflective Education Practice 2 1 Contents of Teachers' Reflective Education Practice
1. 1 Self-reflection in specific teaching practice.
Teachers' self-reflection in their own teaching practice can effectively explore and solve their own problems in teaching practice. Teachers' self-reflection on the specific teaching practice process is based on their own real teaching practice process, and they can reflect on their own teaching plans, objectives, teaching methods and educational models, which makes our reflective practice on education more scientific and research-oriented. On the other hand, the teaching process is the main practical way and way to effectively interact between teachers and students and complete the process of teaching and educating people. Reflection on the specific teaching practice process can make teachers' teaching process more optimized and perfect, thus improving the effect of students' classroom learning on the basis of ensuring students' learning efficiency.
1.2 Self-reflection on their own teaching plans
It is the basis and premise of teachers' daily teaching process to make and plan teaching plans in the process of education. If there are problems in teachers' teaching process, then their teaching plans must have defects and deficiencies to some extent. Therefore, teachers' self-reflection on the planning and formulation of their own teaching plans can effectively prevent problems in the teaching practice. Moreover, we should reflect on the planning and formulation of teachers' own teaching plans, and reflect on students' adaptability to their own teaching goals, teaching models and other teaching plans according to their reactions to the teaching process, so as to modify and supplement the teaching plans in time and give full play to the teaching effect.
2 reflective practical methods of teacher education
2. 1 reflection summary method
Reflective summary method is to think and summarize the experience and lessons of teaching practice with others. Effective reflection on the teaching defects in the process of teaching practice, combined with others and their own excellent teaching experience, can make teachers take fewer detours in the exploration of teaching practice. Teachers' reflective practice of education through reflective summary can make them have a deeper understanding of the use of teaching materials, teaching methods and communication with students in the teaching process, and strengthen their own teaching ideas and models according to their own teaching experience with others.
2.2 Dialogue reflection method
Dialogue reflection method is a way for teachers to reflect on their own teaching process through effective communication with other teachers or students. Teachers' discussion with other teachers can make themselves have a spark of thinking in communication with others, or enrich themselves according to other teachers' teaching experience. On the other hand, effective communication between teachers and students is particularly important. Students are the direct experiencers of teachers' teaching practice, and students are the most powerful judges of teachers' teaching practice. In the process of communicating with students, the questions that students have to answer are largely what teachers really lack in teaching practice. Therefore, this reflective educational practice can effectively improve teachers' teaching level and meet the correct needs of students' learning and development.
2.3 Video reflection method
Video reflection method, as its name implies, is to record the teacher's teaching process with a video recorder, so that teachers can observe and reflect on their own teaching process most intuitively. In teaching practice, we have always been participants, and it is easy to get confused about our own educational defects. Using video to record teachers' teaching activities can truly reproduce our teaching activities, and evaluate and reflect on our teaching model from the perspective of onlookers, which is more conducive to the progress and perfection of teachers' teaching concepts and models.
3 the practical application of reflective practical methods in teacher education
3. 1 Create a situation
The situation creation of teaching practice activities is the basis for teachers to reflect on their own teaching practice in education. Teachers can communicate effectively with students in the created situation, so that students can find problems in the actual teaching process and key problems in their own teaching practice reflection.
3.2 Find the problem
The primary task of teachers' reflective teaching practice is to find problems. There are many aspects that need to be considered in the teaching process, such as clear teaching behavior plan, diversified teaching modes, and teaching methods to create teaching atmosphere. Any of these aspects will have some teaching problems. Therefore, we should find the problems between our teaching practice and students' acceptance ability in the process of classroom teaching on the basis of situation creation, so as to ensure the effectiveness of our reflection on teaching practice from the most fundamental problem. We are all well aware of students' teaching mode, that is, no teaching mode can satisfy all students. Therefore, we should consciously adopt diversified teaching modes in our own teaching activities, so that all students can effectively understand and master knowledge.
3.3 communication
After discovering the problem, the teacher's task is to find a solution to this problem and ensure his teaching quality. Students have the most say in teaching problems in the process of teachers' own teaching. Therefore, effective communication between teachers and students is very important. Teachers can communicate with students with different personalities and learning levels, and find and summarize methods and strategies to solve problems from many aspects. Moreover, teachers can also infect students through their positive problem-solving attitude, thus stimulating their enthusiasm for learning.
3.4 Simulation test
When we have finished the reflection on our teaching practice, it is essential to test the result of reflection, that is, a perfect teaching model. The practical test of reflective practice can make teachers' reflective teaching practice more scientific and reasonable. Moreover, when the teaching plan, purpose, further improved teaching mode and higher teaching level summarized after reflection are tested by practice, our new round of educational reflection practice will begin again. In this continuous cycle, our teaching level and teaching philosophy will keep up with the development of society and the times, and constantly improve and progress, so as to improve our own teaching effect and improve our own personal quality.
4 abstract
A series of education-related policies implemented in China now make students have higher and stricter requirements in education. Reflective teaching practice is very important for teachers to make their teaching level meet the learning requirements and professional development of modern students.
Reflection on Educational Practice Journal 3 The new curriculum reform of senior high school full of fresh flavor of the times is coming. The new high school curriculum is destined to change "the study life of high school students" and "the teaching life of teachers". Eliot, a British educator, emphasized that curriculum reform is actually a change of teachers, while Sato, a Japanese educator, suggested that when the curriculum changes from a "transmission center" to a "dialogue center", the role of teachers should also change: from a "skilled teacher" to a "reflective practitioner".
First, reflect on the teaching concept and advocate equal dialogue.
Teaching concept refers to some theories, viewpoints and opinions held by teachers on teaching phenomena. Guiding classroom teaching with advanced teaching concepts is the key for teachers to become "reflective practitioners". In traditional teaching, the unequal teacher-student relationship with teachers as the main "transmission center" has been denied by educators. It is in line with the spirit of the new curriculum standard to advocate equal teacher-student relationship and let knowledge and skills circulate in the classroom of "teacher-student dialogue" Advocating equal dialogue between teachers and students in the classroom can fully reflect the new teacher-student relationship of "teaching as the leading factor and learning as the initiative" [2]. This requires teachers to make full use of teaching resources, create teaching scenarios, mobilize students' learning enthusiasm, cultivate students' learning ability, and make students connect with textbook knowledge smoothly. Students feel the situational stimulus, sprout their interest in learning and have the intention to explore. Through active subject activities, they experience the practice process, complete the synchronous growth of knowledge and ability in the equal dialogue between teachers and students, and promote the coordinated development of value and emotion.
Second, reflect on teaching methods and advocate inspiring inquiry.
Teaching method is a teaching method adopted by teachers to achieve teaching objectives and complete teaching tasks. The "spoon-feeding" teaching method reveals the phenomenon of "power" in traditional teaching, while the "constructivist teaching view" focuses on "the spirit of the times in today's education stage", and its core is to emphasize the inspiration and guidance of teachers, and learners actively explore problems, constantly improve their cognitive ability in "learning materials and situations" and finally realize the meaning construction [3]. Under the guidance of constructivism theory, teachers are good at inspiring and students are willing to explore, which is a common phenomenon in harmonious classrooms. For example, in the teaching of benzene, teachers break the arrangement order of textbooks and design "scenarios" with the theme of "exploring the molecular structure of benzene" to guide students to actively explore. The teaching process is as follows: Faraday discovers benzene for the first time → arouses students' interest in inquiry (clear inquiry direction: determining the molecular formula and structural formula of substances) → calculates the molecular formula of benzene (consolidating the calculation skills of hydrocarbon combustion) → 【 Guess the structure 】 C6H6 molecule is highly unsaturated and may contain unsaturated bonds (carbon-carbon double bond or triple bond) → 【 Inquiry design experiment 】 It is found that C6H6 reacts with bromine water and potassium permanganate without fading. Deny the existence of "typical unsaturated carbon-carbon bond" → 【 Teacher creates scenario 】 Show the data of carbon-carbon single bond, carbon-carbon double bond, bond length and bond energy of carbon-carbon bond in benzene molecule (students guess that the structural characteristics of benzene molecule are single bond and double bond); It shows that 1mol benzene can add with 3mol H2 at most to form cyclohexane (students guess the structural characteristics of benzene molecule: containing carbon ring); Demonstration experiments prove that benzene monobromide has only one structure (students guess the structural characteristics of benzene molecules: 6 hydrogens are equivalent hydrogens); Benzene's o-dibromo has only one structure (students guess that the structural characteristics of benzene molecules are not alternating single and double bonds) → 【 Communication between teachers and students 】 Analyze Kekule's formula, put forward modern benzene molecular resonance theory → 【 Summary by students 】 Summarize the structural characteristics of benzene molecules and complete the knowledge construction. Note: Teachers should play three roles in guiding students to explore, namely "the maker of contradictions", "the enlightener of methods" and "the presenter of knowledge", so as to create an open classroom atmosphere and build a stage for students to explore freely.
Third, reflect on the teaching process and advocate emotional experience.
The new curriculum standard clearly stipulates three-dimensional teaching objectives: knowledge and skills, process and method, emotion and values. The teaching goal is to cultivate the emotional experience and value judgment of learning, and its purpose is to pay attention to the "human emotional development" in the learning process, so that students can enjoy success, experience failure and release their emotions, and regard learning as a "vivid and full emotional flow process" [4]. There is an exercise (as shown on the right): put half a cup of Ba(OH)2 solution in the beaker solution, and then add dilute sulfuric acid into the burette, and the light will gradually dim. When it drops to a certain amount, the light will go out completely. Why? This topic is to investigate the relationship between the conductivity of the solution and the ion concentration, but it is difficult for students to observe the phenomenon that the electric light is completely extinguished when doing experiments in the laboratory! This surprised the students very much. The chemical principle involved in this problem is very simple, and the reason for the failure of the experiment is obviously related to the ion concentration. Teachers and students guessed that it might be related to "water", so they designed two groups of comparative experiments: group A measured the conductivity of tap water and group B measured the conductivity of distilled water. It was found that the light bulb in group A was on and the light bulb in group B was not. The students are very happy and think that the crux of the problem has been found-the laboratory uses tap water to prepare Ba(OH)2 and H2SO4 solutions (there are always free-moving ions such as Cl-), which causes the light bulb not to light up. Therefore, it is necessary to use distilled water to prepare the solution. What is the concentration? Teacher's suggestion: The three experimental groups respectively prepared 0. 1mol/L, 1mol/L and 5mol/L of Ba(OH)2 and H2SO4 solution, and put 20 ml of Ba (OH) 2 solution in a beaker. 20mL H2SO4 solution is used up, and the light bulb is still on! Students are disappointed, mood swings, and some want to give up. Teachers and students are puzzled: "Isn't it completely neutral?" Students use PH test paper to test the acidity and alkalinity of the solution, some say it is acidic, some say it is alkaline, but no one says it is neutral? Everyone is confused. After the analysis, it is known that the PH value of beaker solution is different, and the PH value of the solution near the acid burette is strong, and the alkalinity is strong in the distance! As the added H2SO4 did not fully react with Ba(OH)2, the students immediately thought of stirring with a glass rod while dripping acid-the light bulb went out! The students couldn't help cheering, but in a group of highly focused experiments, it was difficult to put out the light bulb. At this time, the students calmly and quickly found out the reason: due to the high concentration of Ba(OH)2 and H2SO4 in this group of experiments, H2SO4 was slightly excessive. After repeated experiments, teachers and students come to the conclusion that the prepared reagent has small concentration, accurate volume and sufficient stirring, which can extinguish the light bulb. Through this experiment, students deeply realize that there are many factors that affect the success of the experiment, and they have also experienced many emotional baptism, and their scientific thinking, cooperative spirit, frustration psychology and will quality have all been exercised.
Fourth, reflect on the gains and losses of teaching and advocate theoretical improvement.
Teaching is always an art full of regrets. Reflecting on the success or failure in teaching is an effective means for teachers to improve. American scholar Posner believes that the growth of teachers = experience+reflection. The content of reflective teaching generally includes three aspects: first, what difficulties are encountered in preparing lessons, whether to adjust the teaching materials, and its purpose is to show teachers' implicit theory; The second is whether unexpected problems are found in class and how to deal with them, with the aim of paying attention to students' learning problems; Third, what is the sense of satisfaction or confusion after class? The purpose is to become the growing point for teachers to improve their teaching ideas through self-evaluation. For example, "the quantity of material" is a concept class that teachers recognize as difficult to teach. The author reflects on the teaching experience of more than ten years and summarizes three "bottlenecks" that restrict the teaching effect: first, students' logical thinking ability is not developed at this stage, and their understanding of abstract concepts is not strong; Second, teachers rarely control textbooks from the height of scientific methodology, and the integration of teaching content is not enough; Third, the teacher didn't make use of the students' existing life experience and didn't "absorb and adapt" the new knowledge enough, which led to the students' incomprehension. The author tries to design classroom teaching according to the "three essentials" process, and the effect is good. First, why (the amount of substance to be introduced)? According to the objective needs, the teacher asked, "How do you know the quantity of a cup of sand?" Students naturally think of counting, is it a grain by grain? The teacher was inspired by his life experience: "Why do you call 12 eggs a dozen?" Examples of scientific counting and so on. Make students understand the principles (accuracy and convenience) that should be followed in scientific counting, and lead to the method of "grouping" to count a large number of microscopic particles. Teacher analogy: "How to describe the quality of a cup of sand?" Students will naturally think of using grams (units) to understand quality (physical quantities). "What is the mass of 1 gram?" This involves the standards of the unit (teachers should give more examples to influence students' scientific methodology, how to describe the concept? ); Analogy deduces that the quantity of matter (newly introduced physical quantity) is described in moles (units), and what is 1 mole (particles)? It is also necessary to determine the molar standard, naturally lead to the relative atomic mass standard and Avon Gadereau constant, and understand the principle of convenient inheritance in scientific research. Third, how to use (the amount of material)? The teacher continued the analogy: "Given the quality of a cup of sand, how do you find the number of cups in a pile of sand?" "Knowing the quantity of a cup of sand, how to find the quantity of a pile of sand?" The relationship between molar mass, quantity and mass of matter, Avon Gadlow constant, quantity of matter and number of particles is derived. According to the above teaching process, students can organically combine abstract concepts with life experience, and it is easy to learn. Restoring the course of scientific research to stimulate students' enthusiasm for inquiry, taking living materials as an example, "knowing what they know, hiding what they don't know and making them know" is an important means of learning concepts, and the assimilation and adaptation of new knowledge and students' life experience is the key to the success or failure of this course. This kind of reflection is helpful for teachers to design teaching links from the theoretical height of scientific methodology and master the practical routines of concept teaching from the strategic height.
Teachers should keep pace with the times, strive to get rid of the inertia and limitations of their profession and become a group full of reflective consciousness and creative vitality, which requires teachers to strengthen the overall understanding of professional practice scenes from time to time, and then make the professional connotation exquisite and dexterous through the accumulation and mutation of experience. Teachers grow up in the constant collision between theory and experience, and then they can become reflective educational practitioners.
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